Psychology licensure and certification: What students need to know.

Vaughn, Thomas J.

doi:10.1037/11477-000

Cited by 15 publications

(1 citation statement)

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“…Research has shown that mentees who received effective mentorship experienced increased life and career satisfaction (Ragins & Cotton, 1999), achieved career promotions more quickly, started at higher level jobs and salary levels (Allen et al, 2004; Schweitzer, 2001), and published, presented, and received awards at higher rates (Forehand, 2008; Taylor & Neimeyer, 2009). In addition, mentees more frequently attained licensure, grants, leadership opportunities, and better performance evaluations (Allen et al, 2004; Tonidandel et al, 2007; Vaughn, 2006), reported increased confidence and professional competence (Johnson, 2014), were better prepared to transition from school to work (Schweitzer, 2001), and were more likely to become a mentor (Eby et al, 2008).…”

Section: Mentorship In Higher Educationmentioning

confidence: 99%

I lost my mentor, now what? The experiences of counseling psychology women doctoral students who lost their mentor: Training and program implications.

Reynolds¹,

Elliott²,

Castillo³

et al. 2023

Qualitative Psychology

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Despite the importance of faculty mentorship in the development of doctoral students in counseling psychology programs, research focused on mentor relationships within health service provider programs is limited. Empirical research focused on the outcomes of faculty who leave their institutions and the impact their departure has on their mentees is scant. Thus, the present study utilized qualitative semistructured interviews within the constructivist-interpretivist paradigm to explore the experiences of eight counseling psychology doctoral students and one recent counseling psychology graduate in the United States who lost their mentor during their time as a student due to their mentor's unexpected death or job change. The nine interviews were coded inductively using reflexive thematic analysis methods. The theoretical framework for the study was based on the phenomenon of unexpected termination in the therapeutic relationship. Findings suggested the following: (a) A continued relationship with the mentor following the transition was healing; (b) participants experienced an increased capacity to attend to a wider range of interests than before the transition; (c) lack of fit with new mentor delayed degree completion; (d) the impact of loss of faculty of color was particularly difficult for students of color and program dynamics; (e) students went through a process of grieving the loss of their mentor; (f) fit was the most salient factor in choosing the student's new mentor; and (g) recommendations for training programs to help avoid leaving students in the lurch are delineated. Limitations and future areas of research are discussed.

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